Pages: 0-0

Pages: 1-14

The objective of present study is to analyze the effect of family counseling training for 7-19 age group on the relationship between mother-father and the child. In present study, a trial pattern with pre-test and posttest control group has been employed. There were 15 subjects in experimental group and in control group there were 15 subjects as well. In the collection of data, Child –Parent Relationship Scale has been utilized. An eight-week long family counseling training was applied to experimental group. However, in control group no application was performed. The significance of the difference between pretest and posttest scores of the subjects was analyzed via Mann Whitney U test. Research findings pointed out that family training rendered significant effects on improving the relationships that the parents in experimental group forged with their children. The findings of present research also manifested that family counseling training program for 7-19 age group could be utilized as preventive counseling and psychological guidance service in the aim of strengthening the relations between parents and children. Based on the research findings a set of remarks have been prepared and practice & research oriented suggestions have been developed.

Pages: 15-28

In current study we aim to develop a valid and reliable scale in measuring problematic use of social network. Current research was conducted with validity and reliability studies. To determine construct validity we run confirmatory factor analyses by using AMOS. The results indicate that the scale has a good fit for measurement. Cronbach alpha, item-total correlations and factor loadings show that the scale has sufficient values. And lastly, criterion-validity studies were conducted with Internet Addiction scale, Online Cognition Scale and Depression, Anxiety and Stress Scale. Results indicate significant and positive correlations between Problematic Social Network Use Scale and these scales. As a conclusion results demonstrate that Problematic Social Network Use Scale is a valid a reliable measure and can be used in different samples.

Pages: 29-45

The primary purpose of this research is to evaluate to what extent Key Stage II English curriculum serves to attain the affective objectives of secondary schools in Turkey. The sample of the study included 300 students randomly selected based on who attended the 5th, 6th,7th and 8th classes of 10 state primary schools and 1 private schools in Sakarya city centre. Both quantitative and qualitative instruments were used to collect data. According to the findings from the qualitative part of the research, students’ positive attitudes towards learning a language in general and English lessons in particular are mainly a result of the pleasant and enjoyable nature of language learning and pleasant and enjoyable activities used in the lessons. The main reasons for students’ negative attitudes towards learning a foreign language and English lessons include the implementation of boring and difficult activities instead of enjoyable ones during the lessons. Students were also found to have high levels of positive attitudes to foreigners and foreign cultures. They are curious about foreigners and different cultures, want to meet and communicate with foreigners, visit their countries and learn about their cultures. They have high levels of desire and effort to learn foreign language. Compared to the boys, girls have more positive attitudes toward learning foreign language and English lessons, higher desire and effort to learn a foreign language, and lower foreign language anxiety. But, the effect size of gender was computed “small” for these variables. Also, no significant difference was observed between genders in terms of attitudes toward foreigners and their cultures.

Pages: 46-75

Over the last three decades, social scientists have shown a mounting interest in transition to adulthood. The timing of transition seems to vary considerably between rural and urban areas and for those in different social settings. This manuscript aims to explore conceptions of adulthood by young people in Turkey from three different social settings, presenting separate studies undertaken with three different groups; educated urban young people, rural young people with limited education and young rural immigrants to big cities. Participants were asked to explain their own conceptions of transition to adulthood. A total of 41 participants between the ages of 20 and 31 were interviewed. A semi-structured interview form with open-ended questions was utilized to obtain the individual conceptions of each participant. We found a variety of differences and similarities in their notions regarding transition to adulthood. These features were discussed in the cultural context and the different conceptions of the three groups are explained by three different processes as developmental, default, and deserved.

Pages: 76-89

The Common European Framework of Reference for Languages (CEFR) is a description of language ability which has been used across Europe and in some other countries of the world. The main purpose of CEFR is to provide a common method of teaching, learning and assessing which applies to languages spoken in Europe. The current study aimed to develop a grammar achievement test in A2 level in accordance with CEFR. The grammar achievement test which was developed in order to find out the validity and reliability was conducted on the 98 students of prep classes in the last week of fall semester in 2014-2015 academic years. At first, an item pool consisted of 64 items was prepared by the researchers. Then, in order to ensure the validity and reliability of the test, the reviews of two field experts were taken and the number of items that the draft test would be consisted of was identified. Afterwards, the analysis of item discrimination and item difficulty analysis were carried out. As a result of the item discrimination analysis 12 items and after the item difficulty analysis 4 items were taken out from the draft test which had consisted of 50 items previously. Thus, the ultimate test was composed of 34 items. In order to find out the internal reliability, KR-20 value of the test was identified and as a result of the analysis it was found that the test was reliable with the value of .90. The results revealed that the test was valid and reliable enough to be conducted as a measuring tool.

Pages: 90-110

The globalization of society increased the need for teacher education programs to develop teacher candidates who were able to provide instruction and assessment utilizing comprehensive problem solving techniques that were respectful of the diverse culture and experiences of the students and families that they served. With the goal of increasing global competence through international field experience, one school of education partnered with a university in Belize to provide pre-service teachers an opportunity to participate in Mayan primary school classrooms. Faculty believed that participant reflection of the experience through the lens of “cultural consciousness” could reveal attitudes and values that impacted their practice with diverse students.

Pages: 111-127

The study aims to develop mathematics textbook for the teaching of mathematics of both specialized and inclusive junior high schools. The study was a research and development (R & D) conducted through the following sequences: formulating characteristics through the learning observations, the theoretical reviews and the Delphi analysis; composing; performing the first trial; revising; performing the second trial; and revising, resulting in the final form of the textbooks. The results of the study are a mathematics textbook for the hearing impaired students in Junior High School that has been in accordance with the content standard for the hearing impaired students in junior high schools, and considered the students’ characteristics and needs. In sum, the textbook are ready to be used for the teaching to the hearing impaired students of junior high school.

Pages: 128-142

Autistic Spectrum Disorders and Asperger’s Syndrome is discussed. Asperger’s Syndrome is a neurodevelopmental disorder named after a Viennese physician, Hans Asperger, who first identified the disorder in 1944. Asperger’s Syndrome is categorized under Autism Spectrum Disorders. There are differences in diagnosis of Asperger’s Syndrome between DSM-IV and DSM-V. The newer edition categorizes Asperger’s Syndrome along a continuum of the Autistic Spectrum Disorders rather than a “yes” or “no” decision for each separate disorder. Children with Asperger’s Syndrome have near average intellectual functioning, abnormal social skills, repetitive behaviors, heightened sensory perception, and difficulty interacting. Prevalence is given, along with the nature of the disease concerning sensory perception, thought processes, and social skills. Parents of children with Asperger’s Syndrome face many stressors. Ratings by mother of quality of life and reported sense of well-being are lower than mothers of children without disabilities and with other disabilities are. There are suggestions about how the family can deal with a child with Asperger’s Syndrome. Current approaches for children with Asperger’s Syndrome include child-focused, school-focused, and parental-coping interventions. Coping strategies, school interventions, and family support can help promote functional behavior for these children and their family system. It is important to address parental stress. Exploring these concepts and addressing the effectiveness of parenting style is important. There is a need to conduct future research.

Pages: 143-156

The present study investigates the inner experiences among group members, experienced before and after the group psychotherapy sessions. This research was conducted over two years. The sample comprised 27 participants who are members of psychotherapy group of integrative eclectic type. Each member of the group was writing down the inner experiences experienced before and after the group sessions. There were 48 group session. Analysis showed that there are differences in terms of inner experiences that members of the group experience before and after the group sessions.